DOCUMENT RESUME CE 084 334 ED 475 005 Hannan, Mary, Ed.; Kicenko, Jan, Ed. AUTHOR Facilitator's Guide To Run a Learning Circle. TITLE Adult Learning Australia, Inc., Jamison. INSTITUTION ISBN-09-49145246 ISBN 2002-00-00 PUB DATE 28p.; Adapted from materials used by the Learning and Living NOTE in the Third Age Project Team a project of Learning Circles Australia. Adult Learning Australia, PO Box 308, Jamison Centre, ACT AVAILABLE FROM 2614 ($12.50 Australian). E-mail: [email protected]; Web site: http://www.ala.asn.au. Learner (051) Classroom Guides PUB TYPE EDRS Price MF01/PCO2 Plus Postage. EDRS PRICE Active Learning; Adult Education; *Adult Learning; DESCRIPTORS Cooperative Learning; Foreign Countries; *Group Dynamics; Independent Study; Instructional Materials; *Lifelong Learning; *Nonformal Education; Participative Decision Making; *Self Directed Groups; Self Management; Small Group Instruction; Trainers; Training Australia; *Facilitators; *Learning Circles IDENTIFIERS ABSTRACT. This do-it-yourself booklet is designed to help those who want to facilitate a Learning Circle but who cannot attend a training workshop. The booklet explains what a learning circle is; the principles of a learning circle; the difference among learning circles, discussion groups, and structured classes; why the learning circle methodology should be used; and the importance of lifelong learning. Facilitator guidelines and tips follow. They are arranged by these topics: working with a learning circle or small group; rationale for small group learning; size for effective group learning and/or discussion; characteristics of a learning circle or small materials; group; managing a learning circle or small group; stimulus problems that can occur in learning circles; and organization. A suggested Facilitator Training Session is set out that should take approximately two hours. Times are given for each section, and reference is made to various sheets that are included as a resource for the Training Session. The sheets The sections are may be used as overheads or handouts for participants. introduction/outline the session, learning circle discussion, small group dynamics, what adult learning is, facilitator's role, run a learning circle, and summary/evaluation of the session. A timeline for the training session precedes the resource sheets. (YLB) be made Reproductions supplied by EDRS are the best that can from the original document. FACILITATOR'S GUIDE TO ULM A LE R R I PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 4 r DEPARTMENT OF EDUCATION U.S. DEPARTMENT Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) If...This document has been reproduced as received from the person or organization originating it. J Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent o ficial OERI position or policy. 15 illESLCOPYAVA LEARNING & LIVING IN THE THIRD AGE Learni rill Circles J A do-it-yourself booklet for learning circle facilitators. Adapted from a range of materials used by the Learning and Living in the Third Age Project Team a project of Learning Circles Australia (a program of ALA) Thanks to Mary Hannan Jan Kicenko Barry Russell Wendy Shearwood Leon Tannhill © LCA ARBN 074 892 005 78 533 061672 ABN 09 49145246 ISBN: Edited by : Mary Hannan and Jan Kicenko Typesetting and Printing: Panther Publishing and Printing Q FACILITATOR'S GUIDE TO RUNNING A LEARNING CIRCLE "Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has." Margaret Mead --, .--.1 ,,H41111111/7-- Learning Circles Australia 4 INTRODUCTION This do-it-yourself booklet is to help those people who want to facilitate a Learning Circle but who cannot attend a Training Workshop. Research shows that people who undertake training of some kind in ways to manage small groups are better equipped to handle any problems (should they arise) and the cohesion of the Learning Circle is further enhanced, thus ensuring that the group not only stays together but broadens its knowledge-base and provides greater confidence for its participants. This booklet forms part of the "Learning and Living in the Third Age" Project which produced Discussion Guides for Older Australians. However the material contained in this booklet could be adapted for other learning circle projects. People are encouraged to use this booklet for Facilitator Training if they are unable to attend any of the training sessions organised by Learning Circles Australia. It is impossible to get to all groups around Australia for training and it is hoped that this booklet will in some way assist those who undertake the role of the Facilitator in a Learning Circle. Before setting out Guidelines and Tips for Facilitators an explanation of what a Learning Circle is and some of the most frequently asked questions about Learning Circles is set out. A Learning Circle is a group of people who meet regularly to discuss and learn about issues that concern or interest them, their communities or the wider society. A group can be from five (5) to fifteen (15) people and they can meet weekly, fortnightly or monthly, generally for one (1) to three (3) hours. A Learning Circle is a relaxed and informal way for people to come together to discuss issues in a non-threatening environment. If you would still like further information regarding learning circles or study circles as they are called in America and Sweden, we suggest you obtain a copy of the 'ABC to Learning Circles' from Learning Circles Australia 02 625 198 89. The following web sites are interesting sites to visit: Learning Circles Australia website: http://circles.ala.asn.au For information on Learning Circles outside of Australia: http://www.att.com/education/lcguide/p.intro/a.intro.html For a list of frequently asked questions (FAQ) about study circles: http://www.studycircles.org/pages/f5cuhtml 2 What are the principles of a learning circle? Active learning. Self directed/self managed. Active participation. Action/change oriented. Critical appraisal. Reflective learning. Cooperative learning. Individual learning responsibilities. Role of resource material. No teacher/expert. Search of knowledge. Participatory research. What is the difference between learning circles, discussion groups and structured classes? Learning Circles use material which has been researched and then read by the group prior to coming together to discuss the topic. Often the material comes in the form of a kit or folder. As the name suggests, a Learning "Circle" allows everyone to take an equal part in the discussion and have an equal standing. Learning Circles have been used in Australia and overseas to educate the community and facilitate informed discussion around topical issues. As a result of Learning Circles discussing topical issues, local action of some sort may be taken should the group wish. In some instances, learning circle topics have been developed into courses, ie a number of U3A groups have taken topics and done this. A number of groups have utilised larger Learning Circle Kits which have also been developed by Learning Circles Australia. These courses have been run over a set period of time, say six (6) weeks, at a designated place. However, it must be remembered that learning circles can be held anywhere in a person's lounge room; a community hall; a local library; a park or garden and most only take a couple of hours. The facilitator is NOT the expert and should not dominate the discussion. 3 Why use the learning circle methodology? In modern western society, because of the highly competitive, rapidly changing marketplace, we often make hasty decisions. The Learning Circle methodology provides an opportunity to balance short and long term considerations by exploring our own personal goals with the goals It also enables people to continue lifelong learning - an of others. important strategy in relation to ageing. Participants in a Learning Circle set their own objectives and focus on the issues that concern them. The presence of a facilitator and accepted ground rules, ensures that each participant has an opportunity of expressing his/her ideas without fear of rejection. Why is lifelong learning so important? The main arguments for lifelong learning in the latter part of one's lifespan are: The opportunities provided to overcome loneliness and bore- dom; By raising the general quality of life, health is improved and probable life expectancy is lengthened; Alleviating or solving problems faced in retirement; The increased life satisfaction gained by the identification and satisfaction of personal needs and interests; The utilisation of the wisdom, experience and skills of older people to benefit the community; By helping people to help themselves, lifelong education pro- vides the opportunity for older people to become less depen- dent on society; When the education is intergenerational (that is across genera- tions) it is possible to assist younger people to overcome the problems encountered along the various stages of life's journey; and The opinion of the elderly themselves who are already enjoying lifelong learning. 7 4 In case you think the realisation that lifelong learning will assist in coping with ageing is a more recent phenomenon, read the two quotes below: "people who engage in intellectual and social activity through- out life will be far better in coping with ageing that those who do not." "decline in ageing can be resisted by physical exercise, a good diet and intellectual activity." The first quote was by Plato, C400 BC while the second was by Cicero, C50 BC. (Bromley 1974 quoted in Dunne, 1991). . A A D D This will be in the form of guidelines and tips for working with small groups. Included in this booklet is a suggested Facilitator Training Session, giving approximate times for each section. There will also be some information suitable for overheads or handouts. The most important thing to remember about the role of the Facilitator is that the person is NOT the expert. All people in a Learning Circle are equal and take an equal part in the discussion. If people are worried about not getting the correct facts for the topic, it is advisable to invite an expert along to the discussion. Working with a learning circle or small group Many people believe that working in small groups is easy and that interaction just occurs, but unless you as the Facilitator understand group dynamics, you may find much of the intereaction is directionless, unproductive and unsatisfying. This booklet aims to help Facilitators: identify factors which must be present for a Learning Circle to be effective list the important characteristics of a Learning Circle demonstrate management techniques to run an effective Learning Circle identify problems which can occur in a Learning Circle and strategies to attempt to manage the problem. 5 For the second half of the 20th Century, adult educationists have shown increasing interest in the education potential of the small group. The main importance of the strategy lies in the following factors. Small groups can provide: an important social contact between peers and facilitators an opportunity to evaluate the success of your role as facilitator intellectual skills such as:- reasoning problem solving acquisition of interpersonal skills. Size for effective group learning and/or discussion To set up a situation in which the participants can each play a significant part in structuring the discussion and the learning involved, the upper limit should be set at a size at which it is still possible for individuals to communicate and make decisions effectively to form an effective face-to-face group. Learning Circles Australia suggests this be no more than fifteen (15). In fact, it is better to have two Learning Circle groups of eight (8) and seven (7) than one large one of fifteen (15). The lower limit is set by the need for the group to contain sufficient differences in experience and understanding for meaningful learning to occur. Experience has suggested that a group of fewer than five (5) people will often not generate stimulating discussion nor a sufficiently involving learning process. A group of fifteen (15) or more will impose difficulties in communication and decision making. 9 6 Characteristics of a learning circle or small group For Learning Circles and small groups to be effective, they must have: Active participation Discussion among all participants. Face-to-face contact Sitting in a circle to provide non-verbal as well as verbal communication. Purposeful activity Each session must have a purpose and develop in an orderly manner. Preparation Participants must have information or experience in order to have a meaningful dialogue. An effective facilitator To keep the group focussed and to oversee problems. Structure It is not meant to encourage Sets purpose and budgets time. inflexibility but to clarify purpose and tasks. The advantages of small group learning are essentially that the participant is active and should be able to put forward ideas in a non-threatening situation. Points not fully understood can be quickly identified and reinforced. The process promotes opportunities for participants to hear new concepts expressed in a variety of forms, and this assists them in relating these concepts to their existing framework of ideas. On the other hand, small group work can be time consuming, especially if the group is a communicative one but a good facilitator can lessen this and in any case it should be outweighed by the advantages gained. Managing a learning circle of small group The results gained from small group learning will, in most cases, be dependent on the experience and leadership of the facilitator. Small group learning is considerably more difficult to manage than a lecture because a closer account must be taken of the participants' behaviour, personalities and difficulties. In addition, because you, as facilitator, have passed over the control of the topic, and may not be the person directing the discussion, you must also have read the Discussion Guide on the topic more thoroughly. 7 10